Suprabha Project on Education for Sustainable Development

8/14/2019 Suprabha Project on Education for Sustainable Development

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CONTENTS

1. Introduction

2. Theoretical Notes

Understanding Sustainable Development

The Learning Process

Facilitation Skills

3. Modules

Getting Started

Going Green Environment Conservation

Reduce, Reuse, Recycle

Environment Friendly Energy Conservation

New Attitude

4. References

Living Green Programme

UNESCO Website

Children & Nature Network

Eco Schools

Bhartiya Agro Industries Foundation (BAIF)

The Energy and Resources Institute (TERI)


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INTRODUCTION

If the world's peoples are to enjoy a high quality of life, we have to move quickly

toward a sustainable future. To do that we need to learn how to live and work in a way

that protects the environment, advances social justice, and promotes economicfairness for present and future generations. Education is the critical agent of

transformation in terms of changing lifestyles, attitudes and behaviour, in increasing

participation in visioning and realizing a sustainable world.

We can and must start educating the young at an early age. We should not make the

mistake of believing that they are too young to learn. It is a well known fact that

young people, particularly children learn from what they see, hear and do a lot faster

than most adults.

LIFE SKILLS EDUCATION

Life skills education is aimed at facilitating the development of psychosocial skills

that are required to deal with the demands and challenges of everyday life. Initiatives

to develop and implement life skills education in schools have been undertaken in

many countries around the world. Children should have the opportunity to learn life

skills from their families and communities.

Life skills are innumerable, and the nature and definition of life skills differ across

cultures and settings. However, there is a core set of skills that are at the heart of

skills-based initiatives for the promotion of the health and well being in children and

adolescents.

Life skills can be broadly classified into three categories.

1. COMMUNICATION AND INTERPERSONAL SKILLS

This includes verbal and non-verbal communication, being an active listener and the

ability to express feelings. Negotiation skills, assertiveness skills and compromising

skills are components of communication and interpersonal skills. Empathy,

cooperation and teamwork, and advocacy skills are also major aspects in this

category.

2. DECISION-MAKING AND CRITICAL THINKING SKILLSThese consist of decision-making/problem-solving and collecting information skills.

It develops skills that can analyse the impact of present activities in the future. It also

helps to find out alternative ways to solve problems.

3. COPING AND SELF-MANAGEMENT SKILLS

These are skills for increasing internal locus of control, skills for managing feelings

and skills for managing situations. This also helps to develop skills for self-awareness

and self-analysis, which in turn increases self-esteem and self confidence.

One such life skill is that of Education for Sustainable Development (ESD)

.


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EDUCATION FOR SUSTAINABLE DEVELOPMENT


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ESD is fundamentally about values, with respect at the centre: respect for others,

including those of present and future generations, for difference and diversity, for the

environment, for the resources of the planet we inhabit. Education enables us to

understand ourselves and others and our links with the wider natural and social

environment, and this understanding serves as a durable basis for building respect.Along with a sense of justice, responsibility, exploration and dialogue, ESD aims to

move us to adopting behaviours and practices which enable all to live a full life

without being deprived of basics.

ESD mirrors the concern for education of high quality, demonstrating characteristics

such as:

- Interdisciplinary and holistic: learning for sustainable development embedded

in the whole curriculum, not as a separate subject;

- Values-driven: sharing the values and principles underpinning sustainable

development;

- Critical thinking and problem solving: leading to confidence in addressing thedilemmas and challenges of sustainable development;

- Multi-method: word, art, drama, debate, experience, different pedagogies

which model the processes;

- Participatory decision-making: learners participate in decisions on how they

are to learn;

- Locally relevant: addressing local as well as global issues, and using the

language(s) which learners most commonly use.

ESD is shaped by a range of perspectives from all fields of human development such

as gender equality, cultural diversity and intercultural understanding, health, natural

resources, climate change, rural development, sustainable urbanisation, disaster

prevention and mitigation, poverty reduction, scarcity, responsibility and

accountability.

As future citizens of the world it is essential for children to develop an awareness and

appreciation of human development in its entirety, understand the range of issues in

development; and be able to use investigative, critical thinking, and problem solving

skills towards the resolution of these issues.


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THEORETICAL NOTES

SUSTAINABLE DEVELOPMENT

Sustainable development defined simply is development that meets the needs of both

present and future development, equitably. As defined by UNESCO andEnvironmental bodies, sustainable development is the integration of social, economic

and environmental factors into planning, implementation and decision-making so as

to ensure that development serves present and future generations.

It is very important to understand that every living thing has a place in the 'balance of

nature'. This is called Biodiversity.

Part of re-establishing a healthy balance for children, their families, and the

environment, is to identify, synthesize and communicate the evidence about the

benefits to children from having a connection to nature.

Living in harmony with the environment enhances childrens cognitive flexibility,

problem-solving ability, creativity, self-esteem, and self-discipline.

Other benefits are more subtle and no less important: the psychological, cognitive and

creative gifts that nature experience offers children. Children are smarter, more

cooperative, happier and healthier when they have frequent and varied opportunities

for free and unstructured association with nature.

Ernest Rutherford, the first scientist to split the atom, once told his students: "If you

can't explain to the person who cleans the lab floor the essence of your work, you

don't know what you are doing".

Thus it is very essential for children to understand in simple terms the essence of

sustainable development for them to be able to comprehend the various facets that

impact the environment - the world as a whole, their nation, their community and of

courses their own lives.

Some of the key issues that children need to understand in sustainable development

are :

Population & Human Resources

Poverty

Food Security

Energy

Industrialisation

Ecosytem

Environmental degradation


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LEARNING PROCESS

Learning needs to be more participatory, more activity based , more creative, more

team work oriented, more stimulating for the brain and more fun to be educative for

children.

A learning activity has three basic parts:

the brief or introduction

the activity

the debrief

BRIEF:

Briefing creates a sense of excitement, fun, and adventure. It also focuses the group

on the upcoming task, which could be a community building activity, a lesson on

values, a service learning project, or any activity/lesson that is presented to the

participants.

Briefing is the facilitator's opportunity to paint a common picture for the group,

giving them the information they will need to plan, set objectives, and make a

successful attempt of the task.

ACTIVITY:

Activity which promotes teamwork, leadership skills, confidence and much more

should be used . Such as

Story telling

Interactive Games

Exercises

They are fun ways of doing things together and also provide physical mental and

social benefits

DEBRIEF/SUMMATION:

Is a process for reflecting on an experience. It is the third phase of the cycle which

brings out the educational and transformative value gained from an activity or lesson.

FACILITATION SKILLS

This training module is an activity based, learner-centred process, built on

the foundation of Experiential Education (EE).


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The basis of EXPERIENTIAL EDUCATION MODEL is that the learner, the

participant, must DO something, be actively involved. Then after or even during the

activity, the learners actively REFLECT on their experience. What did we do? What

did we learn? How did I feel? The final and crucial part of the process for the learners

is the discovery of how to APPLY their new knowledge or behaviour to the world

they live in.Do

Apply

Reflect

Learning/education does not usually happen in a vacuum. Most of the time learning

happens in a group. Community-building is thus an integral part of the education

process.

To guide this process it is important to let go of the concept of teaching and become a

facilitator. The facilitator has to ensure the following

Learning rather than teaching: This change is fundamental to the way one thinks ofeducation. Education from being something that society determines for its citizens, or

adults decide for their children, will have to become seeker oriented. Eg the

classical guru concept of ancient India, where the guru would teach, strictly as a

teacher, but with the recognition that the pupils would someday seek their own path.

Teaching therefore needs to be focused on making the student a better learner, rather

than filling the student with information per se.

Multi-sourced and accessed: The school and the textbook no longer have the virtual

monopoly they had on the child's mind. Most children have independent access to

information, without gate keepers. Even parents can't control the educational

exposure the child has. And this is only going to increase. The teacher now has tocompete with other sources. The student can verify information given in the class

room.

Empowering : This is about about individuals and communities, questioning,

visioning and making changes. It is, in that way, contrary to conventional education

which is a process of a system meant for fitting people to fit in and not upset the status

quo, to a process where people are empowered to change the world.

Global and yet locale specific: Education today needs to give people the global

perspectives and connections, at the same time enable them to interpret generic

learnings in their local context, and to not only act locally, but see the wider impactsof their actions.


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Capacity building : to build abilities for critical thinking and problem solving: With

the onslaught of information from various sources and ever-increasing amounts of

data, the issue is often of being able to select and process information, critically

analyze it, and take decisions based on this.

Multi-disciplinary approach : Real world problems need integrated, multidisciplinary

solutions while most institutions are organized sectorally. This compartmentalization

starts with school education. An important task for SD facilitator is to break these

barriers, and help learners in seeing connections and the holistic linkages.

Sensitivities to gender, diversity etc.: Education needs to not only be sensitive to, but

also support and enhance the celebration of diversity of cultures, languages, societies,

and diversity in the natural world.

Participatorylearning

This process utilizes teaching strategies which are student centered, actively involving

students in the learning process and stresses investigative research skills to help

understand the social and economic implications underlying developmental issues.

Most importantly, this type of approach emphasizes life skills that students will

continue to use in future work and throughout their lives. Through encouraging

community involvement and social responsibility, students learn how to create

positive change in their community. They become empowered as learners and as a

voice in the world.

This training module focuses on storytelling as a key teaching strategy for achieving

the objectives of education for sustainable futures.

Story Telling

Everyone loves a good story - especially the young people we teach. In fact, telling a

story in an interesting and compelling way is an important teaching skill. This is

because a good story is not only entertaining but is capable of holding student

attention while they learn important concepts, attitudes and skills.

Storytelling relates to current concerns about our future because most stories focus onthe Earth, how it was created, and the problems that can arise when we forget the

importance of living in harmony with it and each other.

Storytelling can be used to explore important shared themes and visions since

folktales about the relationship between the Earth and its human inhabitants have been

at the heart of storytelling since earliest times. Not only do such stories offer a source

of inspiration, they also contain a potential for understanding the many ways in which

we value and devalue our beautiful green and blue planet. Stories provide us with

practical

insight into approaches to our most persistent environmental difficulties.

Source: Adapted from Gersie, A. (1992) Earthtales: Storytelling in Times of Change,


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MODULE GETTING STARTED

WHAT DO WE NEED TO BE HAPPY?

TIME 1 hour

AIMS To think about what we need in our lives to be

happy

To realise that holistic development of children

is a broad concept that encompasses many

elements

To realise the importance of elements such as

environment, family, school, play etc

MATERIALS Draw a picture of a smiling child in the middle

of a large piece of chart paper, leaving room onall sides to write on. Label the chart paper

What we need to be happy

WORKSHEETS Yes

PROCEDURE Put up the chart paper somewhere in the room.

o Ask the participants to take a piece of paper and

draw a picture of a child in the middle. It could

only be a face.

o

Ask the participants to think about the question:What we need to be happy.

o They should be encouraged to think of what

makes them happy. Ask them to write down

their ideas around the picture they have made.

o As a group ask the participants what things they

have thought of, and write their suggestions onto

the chart. They may want to add some of the

items to their own lists.

o Brainstorm about all the things that are needed

for us to grow up properly. Write their responses

on the board.o Hand out the word-search worksheets and ask

them to start with the bold letters and find the

word or words. The words can be read either

horizontally, vertically or diagonally.

o Once the word-search has been completed,

discuss the words they have found in the word-

search, and what these words mean. Do all

children have these things to enable them to

grow properly?


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WORKSHEET 01

WORD SEARCH WHAT DO WE NEED TO BE HAPPY?

Hidden in the grid below are 12 things that all children need to grow up properly. Can

you find them

Each word starts with a bold letter IN RED. The words are horizontal vertical or

diagonal

M R T W X S A V C L E

N Y E S F C R D N D N

W K I S H H O I O J V

C A R E T O Q N V E I

Z F R L F O K O G P R

D F A M I L Y P B L O

C V R J T L A I R A N

H T L A E H M N O Y M

P R O T E C T I O N E

U T V P Z W A T E R N

K N O W L E D G E F T

Write the words here

__________, ___________, ______________, ___________, ___________,

__________, ___________, ______________, ___________, ___________,

__________, ___________

Ans : Rest, Warmth, Care, Protection, Food, Family, Love, Air, Play, Water,

Environment, Knowledge.


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MODULE BASIC NEEDS

HOW IMPORTANT ARE OUR NEEDS?

TIME 1 hour

AIMS To think about how much we need certain things

in our lives

To realise that the importance people place on a

need can vary

To appreciate different points of view

MATERIAL Photocopies of one worksheet per participant,

black/white board, chalk/markers

WORKSHEETS Yes

PROCEDURE Give out the worksheets and read out the list of

fifteen words. Then ask the children to mark the

answers in the grid. (If you cannot have the

worksheet photocopied, simply write the 15

words on the board. The participants should read

through the list carefully. They should cross out

the five things which they think are leastimportantin their lives.

In other words if they had to give up five things

from the list, which five things would they

choose.

They then have to write out the remaining 10

words in column B. From Column B they have

to again cross the five least important needs.

They will be left with five things, which they

should write in the final column.

Write the list in Column A on the board, read

each item one by one and ask the

participants to raise their hands if they had

included that need in their final list.

Record the responses and have a brief discussionon them. and discuss the importance of each in

the participants life.

.


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WORKSHEET 02

Carefully read through the list of words in column A. Decide which five things are the

least important in your life i.e. you could do without them if you had to.

Cross them off the list and write the remaining ten things in column B. Then cross offfive things that you could do without from this new list, and write the remaining five

in column C.

Column A Column B Column C

Friends

fashionable clothes

Clean Water

Toys

Clean air

Holidays

Telephone

Education

Sweets

Clean food

Shelter

Health

Computer

FamilyTelevision

Compare your final list with the

person sitting next to you, and

explain to them why you chose

those five things.

If you had to do without one of the things in your final list, which one

would you choose?

__________________

How do you think it would affect your life?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_________

__________________________________________________________________

fashionable clothes clean water toys religion holidays telephone education sweets clean food shelter

healthcare computer family and friendscold drinks television

fashionable clothes clean water toys religion holidays telephone education sweets clean food shelter

healthcare computer family and friendscold drinks television


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MODULE - GO GREEN

Chapter 1

TIME 1 hour

AIMS To understand the concept of conservation

To understand the link between tree planting &

conservation

MATERIALS Mother NatureA thought provoking story on conservation of

nature through planting of trees.

N.G. Hegde, BAIF Nature Series for children

PROCEDURE Story telling

Explain the concepts, the process, its

importance, and briefly discussing it to ensure

everyone understands it.

Chapter 2

TIME 1 hour

AIMS To find out how natures elements exist in

balance

To learn about food chain and the food web

MATERIALS Food Chain & Food Web

PROCEDURE Information Sharing, simulation models

Explain the concepts, the process,

interrelationships between living organisms and

their environment and its importance.


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Chapter 3

TIME 1 hour

AIMS To find out how natures elements exist in

balance

To learn about ecosystems, biomes, ecotones,

etc

MATERIALS What are ECOSYSTEMS, Biomes, Ecotones,

and more...

Richa Sharma, Terrapin publication from TERI

PROCEDURE Information Sharing





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ENVIRONMENT CONSERVATION

Earth is the only planet in our solar system that has environments that support animal and

plant life. Earths environments exist under a thin layer of protective gases called the

atmosphere. Environments are shaped by many factors, one of which is weather.

An environment is a collection of all the animals andplants in a specific area of land or

water. Examples of environments are deserts, grasslands, forests, and oceans. Scientists

also refer to environments as ecosystems.

A physical environment is made up of elements such as the atmosphere, climate, land,

and water. The biological environment includes animals, plants, and bacteria. Both the

physical and biological environments are connected to each other and can never be

separated.

Different types of environments exist all over our planet. Each type of environment has

its own special weather, plants and animals, water supply, minerals, and other resources.Everything is in balance. Life in that environment depends on all its resources for

survival. If any of the resources are removed too fast or removed completely, it destroys

the balance. When an environment is out of balance, many living things may have trouble

surviving.

Conserving and preserving biodiversity will help ensure a healthy planet for all living

things.

What is Conservation?

Conservation is the wise use ofnatural resources (nutrients, minerals, water, plants,

animals, etc.) and cultural resources (different groups of people from different parts of

the world). It also includes protecting resources that make up a habitat or environment.Conservation is important to make certain changes dont happen too quickly. Rapid

change can force animals,plants, places, or people to become endangered orextinct.

Natural resources are things in nature that we use. Some of these things - like water, air,

and wood - are easy to identify. Some resources are not so obvious. A good example is

oil (petroleum). Oil is used to make gasoline for cars and trucks. Oil is also important in

making plastics. Plastics are used in countless things including TVs, computers, and cars.

Another hidden resource is sand. Different sands are melted to make glass. Glass isused to make windows, bottles, jars, and many other common items.

Cultural resources such as stories, sacred ceremonies, and foods are valuable. They are

important in preserving the planets diversity.


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FOOD CHAIN AND FOOD WEB

Interrelationships between living organisms and their environment are complex and

interdependent. All organisms are part of complex food webs that include both plants and

animals. The predator-prey inter-relationship is common. Some species are highly

dependent on others (for example, giraffe and zebra can eat only certain species ofgrasses/trees) while others are so closely linked that their survival may be dependent on

ust a single species (for example, there exists a species of wasp that nests only in the

fruit of a type of fig tree and is the only insect that can pollinate the flowers of the tree).

Critical ideas

All organisms, both land based and aquatic, are interconnected by their need for food.

The network of interactions is referred to and represented as a food web.

Food webs can be used to illustrate the interdependence of organisms in a particular

environment.

A food web typically describes the feeding relationships, beginning with species

capable of producing food from an energy source and organic materials (i.e. plants)connected to the animals that eat them and then the animals that eat those animals and so

on. Relationships other than the predatorprey feeding relationship do exist.

Models and simulations provide useful visual representations which can be used to

build understanding of the various interactions that take place between living things in

their environment. For example, simulations can show the effects of altering conditions

like weather.

MODULE - REDUCE, REUSE, RECYCLE


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Chapter 1

TIME 1 hour

AIMS To find out what are the 3Rs of environment

To learn about how to keep our earth clean

MATERIALS What are Landfills, Vermicomposting,

Recycling, and More

Richa Sharma, Terrapin publication from TERI

PROCEDURE Information sharingExplain the concepts, the process, its



Chapter 2

TIME 1 hour

AIMS To learn about Waste Management

To know ways on how to implement the 3Rs

MATERIALS Waste Management - Ways to implement the

3Rs

PROCEDURE Information sharing




Waste Management

Three great ways WE can eliminate waste and protect our environment!


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Waste, and how we choose to handle it, affects our world's environment -- that's OUR

environment, everything that surrounds us including the air, water, land, plants, and

man-made things.

Since we know that we need a healthy environment for our own health and happiness,

we need to understand why effective waste management is so important. The wastewe create has to be carefully controlled to be sure that it does not harm our

environment and our health.

What exactly is "waste"?

Simply speaking, waste is anything discarded, rejected, surplus, abandoned, or

otherwise released into the environment in a manner (or quantity) that could have an

impact on that environment.

How can you help?

You can help by learning about and PRACTICING the three R's of waste

management: Reduce,reuse, and recycle! Practicing all three of these activities every

day is not only important for a healthy environment, but it can also be fun too. So let's

take a minute right now to learn more about waste and waste management, so you can

become a key player in making our world a safe and healthy place.

Reduce

Reduce/Reduction: to make something smaller or use less, resulting in asmaller amount of waste. "Source reduction" is reducing waste before you

purchase it, or by purchasing products that are not wasteful in their packagingor use. A key part of waste "reduction" is "conservation" - using natural

resources wisely, and using less than usual in order avoid waste.

You can practice reduction by selecting products that do not have to be added to

landfills or the waste stream in general. This is really easy to do...

First and foremost, buy and use less!

So buy only what you need and use all of what you buy. Or make sure that

when you are through with something, you pass it along to other people who

can continue to put it to good use. Start making wise "package" selections.

You can reduce waste by selecting products that are not wasteful in their

"packaging". The package surrounding the product really only needs to be

designed to protect the product from damage, keep it clean and sanitary, and

So keep the following package-related tips in mind no matter what you are

buying:

Purchase products in materials/packaging that can be readily recycled. Flashy

and fun packaging costs more, usually adds little or no value to the product,

and (worst of all!) can do considerable harm to our environment by creating

more waste or waste disposal difficulties. So whenever you have choice, put

plain and recyclable packages high on your list to reduce packaging waste in

our environment.
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Avoid single-serve containers whenever possible. You can buy juice or water

in large recyclable bottles or cans and then divide it up into smaller portions in

reusable, washable containers as you need it at home or to take with you. And

if you want to take juice or water with you just take it along in your own

reusable bottle. With regard to buying bottled water, first determine if you

really even need to buy bottled (packaged) water. City water (and clean wellwater) is usually just as healthy, much cheaper, and may even be safer than

bottled water products.

Think BIG! Buying in "bulk" (a large amount that is not divided into separate

containers) gives you the best "product to package" ratio. Many stores allow

shoppers to scoop out the amount they need of bulk goods like nuts or coffee.

This considerably reduces waste and packaging materials.

Or you can buy in bulk by selecting bigger quantities in a single box or

package -- for example, buy the largest box of toothpaste, dishwasher

detergent, or cereal, rather than a series of small boxes. This not only reduces

the waste (from having to throw out the old containers) but it will also saveyou money. Packaging is expensive, so buying in larger volumes reduces the

unit cost.

Refuse store bags! When you buy one or two items at a store, carry them out

in your hands; or take a reusable bag with you to carry the items you buy. And

don't forget to take your old plastic and paper bags back to the grocery store

for reuse or recycling. Most grocery stores have convenient paper and plastic

recycling bins located near the entrance.

Use durable goods items rather than disposable items whenever possible and

longer. Durable goods are sturdy things like furniture or household appliances

that can (and should) be used for many years. You can save money and reduce

waste by keeping these items longer and repairing them when they break,rather than buying new ones.

Start a garden. Food that you grow yourself does not have to be "processed" or

"packaged", and no fossil fuels are needed to get it to the store and then to

your house.

Start a compost or vermiculture to transform your household garbage (food

wastes, coffee grounds, etc), into a rich earth-like material that can be added to

a garden to help plants grow. Grass, leaves, paper, and some other types of

food can naturally decay and turn into compost, and that compost can then be

put to good use in your garden.

Reuse

You can "reuse" materials in their original form instead of throwing them away, or

pass those materials on to others who could use them too! Remember, one man's trash

is another man's treasure! Here are some examples of reuse ...

Take along washable cups or travel mugs instead of disposables; a lot of

restaurants and convenient stores will be glad to fill or refill your own mug.

When you do use disposables like plastic cups, plates, utensils, and plastic

food storage bags, don't throw them away! Wash and reuse them -- most of

them will last for a long time with many uses. They may not cost much to
http://kids.niehs.nih.gov/worms.htmhttp://kids.niehs.nih.gov/worms.htmhttp://kids.niehs.nih.gov/worms.htm


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replace, but it doesn't make any more sense to throw away those things than it

does to throw away your bicycle after one use.

And speaking of bicycles (or other durable goods like washers, dryers, etc.) --

why not repair them rather than replace them when they break? This is another

form of "reuse". New is not always better, nor it is always necessary. You'll be

helping your environment, but your pocketbook will thank you too! When you do decide to replace something large and "reusable", be sure to

donate the old one to charitable outlets or needy people. Most of the time the

item can be repaired by those groups, and then redistributed into other homes

rather than landfills.

Use cloth gift bags and stop ripping the paper off gifts! If you remove the

wrapping paper carefully, you can use it again, and there's nothing wrong with

doing just that! And don't forget to use canvas or cloth bags when shopping so

you don't need to make the choice between "paper or plastic."

Use washable table napkins instead of paper napkins -- cloth napkins are

usually much larger and more absorbent than paper products, and they candress up your dinner table too!

Recycle

Recycling occurs when you save and take reusable materials to places where they can

be remade into either the same product or new products, rather than to just toss them

in the trash. Making new items from recycled ones also takes fewer energy and other

resources than making products from brand new materials.

Just about anything in your home (or office or school, etc.) that cannot be

reused CAN be recycled into something else. You'd be amazed what can bedone with a recycled product ...a recycled soda bottle, for example, can be

made into T-shirts, combs, or hundreds of other plastic goods that can be used

for many years. Even your brand new computer case might be made from

ordinary recycled plastics. And paper products can take on different forms as

well -- an old phone book or coloring book might become one of your school

books or a composition notebook.

Your recycling mission is not impossible! In fact, it is very simple:

Don't throw away anything that can be recycled!

Some of the items will require special handling procedures and special recycling

places or events. But a lot of the others are quite simple.

Now isn't that easy? There is so much that YOU can do with very little effort. And the

best part is you will probably save yourself a lot of money while you are at it!


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MODULE - ENVIRONMENT FRIENDLY

Chapter 1

TIME 1 hour

AIMS To understand the concept of pollution

MATERIALS Appu and his Pet Puppy

An absorbing story in colourful comic strips thathighlights the harmful effects of river pollution.

Source : BAIF publication - Nature Series for

children

PROCEDURE Story telling

Discuss the concept of pollution, different types

of pollution and similar examples observed by

the children themselves

Chapter 2

TIME 1 hour

AIMS To understand - What is environmental

protection To learn on how to protect the environment

MATERIALS Let us protect the environment


children



importance, and briefly discussing it to ensureeveryone understands it.


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MODULE - ENERGY CONSERVATION

Chapter 1

TIME 1 hour

AIMS To create awareness of energy conservation

To discuss alternative uses of energy

MATERIALS Bioenergy : The dependable source for thefuture


children


Explain the concept of bioenergy, its process and

its importance for everyone.

Chapter 2

TIME 1 hour

AIMS To understand green technology

To find out how green technology can power the

world.

MATERIALS What are Wind Power, Solar Power, Hydro

Power and more ..

Source : Terrapin publication from TERI


Discuss the different types of energies, their

sources, their availability and need for

conservation.


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MODULE - NEW ATTITUDE

WHAT DIFFERENCE CAN I MAKE?

TIME 1 hour

AIMS To reflect on when we can make a difference

To think about who brings about change

MATERIALS & Photocopy the worksheet for each participantPREPARATION

WORKSHEETS Yes

PROCEDURE Hand out the worksheets to all the participants.

Ask them to read through the list to themselves.

Read the list out, asking for volunteers to

explain what each phrase means, and briefly

discussing it to ensure everyone understands it.

Tell the participants that they have to think about

each item on the list in turn, and decide whether

they have a chance of making a difference

either:

on their own

with the help of a few others

with the help of many others

there is little chance of making a

difference

Ask the participants to compare their ideas withtheir partner. Are they the same? Where do they

differ? If possible, allow two pairs to join

together and discuss their choices.


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WORKSHEET 03

What difference can I make?

Read through the following list and discuss what each item means. Decide whether

you have any chance of making a difference either:

a. on your own

b. with the help of a few others

c. with the help of many others

d. There is little chance of making a difference

Write down each item in the place on the chart below:?

On my own With help from few With help from

many

No chance

Preventing war Preventing global warming

Preventing graffiti & litter in school Help in planting trees

Keeping a tidy bedroom Clearing litter from the streets

Conserve energy Having a quiet neighbourhood

Maintaining a clean neighbourhood Respect all living beings

Stopping the bullying of a child Helping members of the family

Preventing mistreatment of animals Use alternative energy sources


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Suprabha Project on Education for Sustainable Development

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